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A linguistic modification of science assessments for English language learners.

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dc.contributor.author Lisowski, Kelly J.
dc.date.accessioned 2012-11-20T14:15:48Z
dc.date.available 2012-11-20T14:15:48Z
dc.date.issued 2012-11-20
dc.identifier.uri http://hdl.handle.net/1951/58325
dc.description.abstract Assessments can be difficult for those students who are Non-Native English Speakers (NNES). These students may not be able to fully demonstrate their knowledge and capabilities because of the linguistic complexity of the assessments. Although test accommodations may aid students to a certain degree, the linguistic complexity of test items usually appears as poor academic achievement among this subgroup of students. Therefore, assessments that are linguistically modified without diluting the content would deem beneficial for NNES. This curriculum project addresses the issue of linguistic complexity on academic content area assessments to meet the linguistic needs of NNES students. In this project, teacher-created assessments from a middle school science curriculum underwent a linguistic modification process to help make the tests more accessible to NNES. This project was designed as a tool to guide content area teachers in evaluating their own assessments for linguistic complexity to help highlight NNES’ knowledge in their classrooms. en_US
dc.language.iso en_US en_US
dc.subject English language -- Study and teaching -- Foreign speakers. en_US
dc.subject Science -- Study and teaching (Elementary) -- United States. en_US
dc.subject Language and languages -- Study and teaching. en_US
dc.subject Linguistic change. en_US
dc.subject Content area reading. en_US
dc.subject Complexity (Linguistics). en_US
dc.title A linguistic modification of science assessments for English language learners. en_US
dc.type Thesis en_US

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